en Examining the Interplay of Assessment Literacy and Perceived Self-Efficacy among Iranian EFL Teachers عمومى General پژوهشي Research <div dir="ltr" style="text-align: justify;"><span style="font-size:12pt"><span><span new="" roman="" times="">The current study examines the interplay of Iranian EFL teachers&#39; assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers&#39; assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy&#39;s (2001) teachers&#39; self-efficacy scale and an abridged version of Teachers&#39; Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers&#39; assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants&#39; gender, level of education, field of study, and age), teachers&#39; assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.</span></span></span></div> &nbsp; <div style="text-align: justify;"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span new="" roman="" style="font-family:" times="">The current study examines the interplay of Iranian EFL teachers&#39; assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers&#39; assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy&#39;s (2001) teachers&#39; self-efficacy scale and an abridged version of Teachers&#39; Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers&#39; assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants&#39; gender, level of education, field of study, and age), teachers&#39; assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.</span></span></span></div> &nbsp; Assessment literacy, self-efficacy, Iranian EFL teachers Assessment literacy, self-efficacy, Iranian EFL teachers 21 38 http://ijal.khu.ac.ir/browse.php?a_code=A-10-1438-1&slc_lang=en&sid=1 Aysen Chokani Aysen Chokani aysen.chokani@birjand.ac.ir 10031947532846002775 10031947532846002775 No University of Birjand University of Birjand Hossein Navidinia Hossein Navidinia navidinia@birjand.ac.ir 10031947532846002776 10031947532846002776 Yes University of Birjand University of Birjand